James J. Connors

Altered expression of circadian rhythm genes among individuals with a history of depression

BACKGROUND Depression has been associated with several circadian rhythm perturbations, suggesting a disruption of the circadian clock system in affective disorders. The interaction of several circadian clock genes generates these daily circadian rhythms. METHODS This cross-sectional study evaluated whether circadian gene expression differed between individuals with a history of depression and participants without a similar history. The participants were 60 healthy older adults. Half of the participants had a history of depression. Real-time quantitative polymerase chain reaction was used to measure the circadian gene Clock, BMAL1, Period1, and Period2 messenger RNA levels in peripheral blood leukocytes. RESULTS Individuals with a history of depression had higher Clock, Period1, and Bmal1 mRNA levels, compared to non-depressed participants. LIMITATIONS Although circadian gene expression fluctuates throughout the day, clock gene mRNA levels were evaluated only in the morning. CONCLUSIONS These results suggest that disruptions of the molecular mechanisms underlying the circadian clock system may be associated with depression.

Leadership Characteristics of Outstanding Seniors in a Land-Grant University College of Agriculture

Leadership is a concept that has always been a major component of Colleges of Agriculture. Undergraduate student have numerous opportunities to develop their leadership skills and abilities though formal coursework, collegiate organizations, and personal leadership activities. This ethnographic qualitative research study investigated the leadership characteristics of outstanding seniors in the College of Food, Agricultural, and Environmental Sciences (CFAES) at The Ohio State University. The study utilized a semi-structured interview methodology. The objectives of the study were to 1) Determine the leadership development experiences of the outstanding seniors prior to their enrolling in college, 2) Identify the leadership development activities in which they participated during their undergraduate studies, 3) Identify their self-perceived strengths, weaknesses, and leadership influences, 4) Identify the personal and professional leadership goals. Results indicate that the outstanding seniors had significant leadership